ESE 290B Clinical Observation #2

Student Teacher Andrea Espinoza________

Criteria

Exceptional
(5 points)

Acceptable
(3.5 points)

Date _____3/28/16._
Observer ___D. Webber__________________

Unacceptable
(0 points)

Coherence

Comments
Coherence Total Points: ____18.5__ /20

Standard(s) &
Objective(s)

The objective(s) is/are
closely tied to
appropriate standards
and are specific,
measurable and
observable.

The objective(s) is/are tied
to appropriate standards
and are somewhat
specific, measurable and
observable.

The objective(s) is/are not
closely tied to appropriate
standards or are not
specific, measurable and
observable.

Congruency

All of the lesson
components are highly
congruent with the
standard(s) &
objective(s).

Most of the lesson
components are congruent
with the standard(s) &
objective(s).

Few or none of the lesson Everything had a purpose: to inform
components are congruent students and review what would be on the
with the standard(s) &
test.
objective(s).

Sequencing

Breaks down complex
tasks into appropriate
increments and
presents the material
clearly and explicitly in a
logical sequence.

Breaks down complex
tasks and presents the
material in a somewhat
logical sequence.

Does not break down
complex tasks or present
the material clearly in a
logical sequence.

Andrea was able to break down concepts
for students when students needed more
assistance.

Pacing

The lesson is well paced The lesson is fairly well
and transitions are
paced and employs some
effective.
effective transitions.

The lesson is not well
paced or transitions are
ineffective.

One-on-one-one help was provided.

Criteria

Exceptional
(5 points)

Acceptable
(3.5 points)

Unacceptable
(0 points)

Elements of Effective Instruction

AzMerit review in language arts.

Comments
Elements Total Points: ___17.5_ /25

Anticipatory Set

Creative, engaging, and
highly effective at
focusing the learners’
attention and tapping
prior knowledge. It
requires active
participation from
learners and includes a
clear statement of the
learning objective.

Effective at focusing the
learners’ attention and
tapping prior knowledge. It
requires participation from
learners and includes a
statement of the learning
objective.

Not effective at focusing
Bell work - write 5 sentences about your
the learners’ attention and spring break.
tapping prior knowledge. It
does not require
participation from learners
or it does not include a
statement of the learning
objective.

Modeling

Teacher clearly and
explicitly models
expected learning
outcomes for the
learners.

Teacher models some
Teacher does not model
expected learning
expected learning
outcomes for the learners. outcomes for the learners.

Guided Practice

Clear, concrete,
Effective strategies provide Ineffective strategies
Asking questions about the students spring
effective strategies
opportunities for most
provide few opportunities
break, you were able to pull more
provide opportunities for learners to demonstrate
for learners to demonstrate information from them, clarify what they did,

Andrea went around the room making sure
that students were writing.

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ESE 290B Clinical Observation #2
Student Teacher Andrea Espinoza________

Date _____3/28/16._
Observer ___D. Webber__________________

all learners to
demonstrate
understanding with
support from the
teacher.

understanding with support understanding with support so they could write additional sentences.
from the teacher.
from the teacher.

Closure

Concise closure is
provided that requires
active participation from
learners and effectively
reinforces the learning
objective(s).

Closure is provided that
Inadequate or missing
requires some participation closure.
from learners and
reinforces the learning
objective(s).

Ms. Novak handed out lined paper and had
students write information they needed for
AZMerit.

Independent
Practice

Instructions are
extremely clear and
anticipate difficulties.
Tasks ensure that all
learners possess the
requisite knowledge and
skills to succeed.

Instructions are somewhat
clear and may anticipate
difficulties. Tasks ensure
that most learners possess
the requisite knowledge
and skills to succeed.

Instructions are unclear or
do not anticipate
difficulties. Tasks do not
ensure that learners
possess the requisite
knowledge and skills to
succeed.

Students shared their sentences in their
pods. Andrea explained what was a
heading was for their papers.

Exceptional
(5 points)

Acceptable
(3.5 points)

Unacceptable
(0 points)

Criteria
Responsive Instruction
Check for
Understanding

Comments
Responsive Instruction Points: ______
13.5/15

Teacher uses ongoing Teacher uses at least one
and varied strategies to strategy to check for
check for
understanding.
understanding.

Teacher does not check for Moving from each pod, Andrea ensured that
understanding.
students were writing and sharing.

Monitor and Adjust Teacher continually and Teacher adjusts instruction Teacher does not adjust
effectively adjusts
as student needs indicate. instruction as student
instruction as student
needs indicate.
needs indicate.

Andrea monitored students and adjusted
how to approach each student as you
worked with them one-on-one and in
groups.

Differentiation

Not observed.

Effectively meets the
needs of all students by
differentiating instruction
to accommodate for
varied abilities and
learning styles.

Attempts to meet the
needs of all students by
differentiating instruction to
accommodate for varied
abilities and learning
styles.

Does not effectively meet
the needs of all students
by differentiating
instruction to
accommodate for varied
abilities and learning
styles.

Classroom Management

Management Total Points: ______8.5 /10

Relationships

Demonstrates positive
and respectful
relationships with all
students.

Demonstrates somewhat
positive and respectful
relationships with all
students.

Does not demonstrate
positive and respectful
relationships with all
students.

Procedures and

Runs an efficient

Runs a somewhat efficient Does not run an efficient

Great rapport with the students,
encouraged students throughout the
lesson. “That's cool!”, “Nice!”,

Some talking and calling out was observed.

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ESE 290B Clinical Observation #2
Student Teacher Andrea Espinoza________
Routines

classroom; uses
effective classroom
management strategies
to eliminate disruptive
activity and maximizes
instructional time.

classroom; uses classroom
management strategies to
minimize disruptive activity
and makes good use of
instructional time.

Date _____3/28/16._
Observer ___D. Webber__________________

classroom; does not use
effective classroom
management strategies to
minimize disruptive
behavior or make good
use of instructional time
Total Points out of 70:
54= ___77____ %

Additional Comments

Review lessons are important and are a great opportunity to prepare students for upcoming
assessments. If you have the opportunity to review with students, make it fun! Games are great, i.e.
jeopardy. Mix it up with video clips, have them get up and teach--a review lesson can be just that, a
real lesson!! I am sorry that it wasn’t the lesson it could have been.

Goals for Next Observation
The Student Teacher’s goals for areas needing improvement on the next clinical observation will be outlined below.
The goals should be focused on areas marked “Unacceptable” on this clinical observation.
Area(s) marked “Unacceptable” are: N/A
A summary of the conversation between the Observer and the Student Teacher regarding the deficiency: N/A
Actions the Observer will take to help address deficient area(s) are:N/A
Actions the Student Teacher will take to address deficient area(s) are:NA

Student Teacher Signature ___________________________________________________

Date ________

Observer Signature _Debra Webber____________________________________Date__3/31/16.________

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